class level two islamiyat - air foundation school system · islamiyat games english urdu...

Air Foundation School System ®

AFS-CRP-05-(II)-ISL

For Class Level Two Curriculum Resource Pack

ISLAMIYAT Islamiyat Book 2 Revised Edition (Urdu)

Copyright © AFSS

of 61

(MUJEEB BURDI)

The unauthorized disclosure or reproduction of this CONTROLLED &

CONFIDENTIAL document of AFSS shall be liable for prosecution under

copyrights act and any other related law. Courtesy: OUP, Pakistan

Curriculum Resource Pack

for

Class Level Two

ISLAMIYAT

developed by

Mujeeb Burdi

Director Quality Assurance & Audit

in consultation with

Director Education & Training DET

&

Head Office Curriculum Team

Courtesy

Oxford University Press

HEAD OFFICE

House # 92 I Street # 6 I G-8/2 I Islamabad - Pakistan.

Tel: +92 51 2852694 I 2853296 I 2284207

Fax:+92 51 2284208 I Mob: 0300-9543823

www.airfoundation.org.pk

http://www.airfoundation.org.pk/


AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)




Air Foundation School System is an independent education system that follows national curriculum in

accordance with Federal Ministry of Education and is registered as a private limited company under the

Companies Ordinance 1984. Air Foundation School System carries trade mark under the Ordinance

2001 / Act 1940, Government of Pakistan. AFSS is ISO 9001 – 2000 certified by Moody International -

All rights Reserved.

Copyright © AFSS (Pvt.) Ltd., Islamabad

AFSS Academia is a department of Air Foundation School System that aims at furthering school’s objectives of brilliance in research, learning and

education by developing and publishing related courses and curricula both independently and in close arrangement with its supporting bodies, publishers and resource personnel.

The unauthorized disclosure or reproduction of this CONTROLLED & CONFIDENTIAL document of

AIR FOUNDATION SCHOOL SYSTEM shall be liable for prosecution under

Copyrights act and any other related law.


AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)





AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)




Preface

Welcome to AFSS CRPs!

It gives me great pleasure to introduce you to

Air Foundation School System, a school that is

committed to the cause of providing quality

education to children, with a strong impulse to

provide equal opportunities and enabling them

to become useful citizens with high morale,

courage, confidence and credibility.

Air Foundation School System strives to be one

of the most popular and oversubscribed schools

in Pakistan with a dedicated team of teaching and support staff that are

committed to providing a supportive and challenging environment in

which all pupils are encouraged to fulfill their potential. The school is

fully committed to the pursuit of excellence.

In order to provide assistance to school academic staff, AFSS has

developed Curriculum Resource Packs (CRPs) for all the subjects that are

taught in the school. Each Curriculum Resource Pack (CRP) consists of

material related to particular subject and class that enables a teacher to

prepare syllabus breakdowns, lesson plans, worksheets and other

concerned teaching aids effectively and with ease.

There are four sections in each CRP. Section One deals with the

information related to scheme of studies of that particular subject,

syllabus breakdown on the basis of each term and month. Section Two

provides detailed handouts on lesson planning along with lesson plan

template for the teachers to do rest of it. Section Three gives a template

of worksheet and related instructions to work on it. Finally, Section Four

furnishes detailed guidelines for the teachers related to textbook(s) and

workbook(s) of the subject.

We expect that this CRP will prove a very handy resource for the school

academic staff.

Mujeeb Burdi

Director Quality Assurance & Audit


AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)




Contents

About Textbook, Author & Publication – 07

SECTION ONE

Notes on Scheme of Studies – 08

Subject Table – 09

Academic Terms -09

Working Weeks – 09

Teaching Weeks – 10

Teaching Days – 10

Total Teaching Periods Per Week – 10

Preschool Sample Routine – 11

Scheme of Studies: Preschool (Playgroup) – 12

Scheme of Studies: Preschool (Nursery & Kindergarten) – 13

Scheme of Studies: Primary School (Class I to V) – 14

Scheme of Studies: Secondary School (Class VI to VIII) – 15

Scheme of Studies: High School (Class IX & X) – 16

Syllabus Breakdown Template: On Terminal Basis – 17

Syllabus Breakdown Template: On Monthly Basis – 18

SECTION TWO

Notes on Lesson Planning – 19

List of Action Words – 20

Instruction Strategies – 21

Examples of “Authentic” Tasks & Assessments – 23

Sample Instruction Resources – 24

Post Class Reflection Questions for Teachers – 25

Sample Lesson Plan – 27

Weekly Lesson Plan Template – 28

Daily Lesson Plan Template – 29

SECTION THREE

Notes on Worksheets – 30

Worksheet Template – 31

SECTION FOUR

Guidelines for Teachers – 32


AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)




About Textbook,

Author &

Publication

Islamiyat Book 2 Revised Edition (Urdu)

By: Ghulam Mohiuddin

Oxford University Press

First Term Second Term Total

Periods

Per

Annum

Teaching Periods

(40 min. each)

Teaching Duration Teaching Periods

(40 min. each)

Teaching Duration

Periods Days Weeks Periods Days Weeks

Per

Week

Per

Term

Sin

gle

/

Double

Per

Term

Per

Term

Per

Week

Per

Term

Sin

gle

/

Double

Per

Term

Per

Term

3 39 39+0 39 13 3 51 51+0 51 17 90

IN SINDH PROVINCE ONLY

2 26 26+0 26 13 2 34 34+0 34 17 60


AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)




Section One

Scheme of Studies

This section deals with the information related to Scheme of studies. Following the

national curriculum, AFSS provides various subjects that include sciences and arts in

addition to languages and religious education.

In general English, Mathematics, Science, Computer Studies, Sindhi, Urdu, Social

Studies, Art & Craft and Islamiyat are taught in the school. Religious education is taught

in accordance with the Ministry of Education agreed syllabus.

All the teachers are required to go through the tables in this section and prepare syllabus

breakdown on the provided forms for this. The School Heads are responsible for dispatching

the prepared “Syllabus Breakdown” to the Head Office on monthly and terminal basis.


AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)




Subject Table

Pre-School

(Playgroup, Nursery & KG)

Primary

(Class I to V)

Secondary

(Class VI to VIII)

Matriculation

(Class IX to X)

English

Mathematical

Urdu

Social Study

Art/ Hand control

Music, Rhythm and

Movement

Islamiyat

Games

English

Urdu

Mathematics

Science

Social Studies

Islamiyat

Art & Craft

Computer

Sindhi

English

Urdu

Mathematics

Science

Social Studies

Islamiyat

Art & Craft

Computer

Sindhi

English

Urdu

Mathematics

Islamiyat

Computer Studies

Pakistan Studies

Physics

Chemistry

Biology

Academic Terms

First Term April September 06 months

Second Term October March 06 months

WORKING WEEKS

First Term Second Term

April 04 weeks October 04 weeks

May 04 weeks November 04 weeks

June 00 weeks

Summer Vacation

December 02 weeks

02 Weeks Winter Vacation

July 00 weeks

Summer Vacation

January 04 weeks

August 04 weeks February 04 weeks

September 04 weeks March 03 weeks

01 Week Spring Vacation

TOTAL 16 Weeks TOTAL 21 Weeks


AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)




TEACHING WEEKS


Working Weeks 16 Working Weeks 21

Following weeks are deducted from working weeks to get teaching weeks

First Mid Term Exam 01 weeks Second Mid Term

Exam

01 weeks

First Term Exam 01 weeks Final Term Exam 01 weeks

Revision Work 01 weeks

TEACHING WEEKS 14 WEEKS TEACHING WEEKS 18 WEEKS

Out of 14+18=32 teaching weeks, approximately two weeks are deducted on account of

public holidays. Hence, there are total 30 teaching weeks to design the curriculum scheme.

Just to remain on safe side, we give 13 weeks in first term and 17 weeks in second term to

finish off the curriculum scheme.

Teaching Weeks 13 Weeks Teaching Weeks 17 Weeks

TEACHING DAYS


05 Working Days In Each Week 05 Working Days In Each Week

We multiply total teaching weeks with working days in each week to achieve total working/

teaching days in each term

13 Weeks x 05 days 65 days 17 Weeks x 05 days 85 days

TOTAL TEACHING PERIODS PER WEEK

Preschool Class I to X

06 Periods (Monday to Thursday)

05 Periods (Friday)

08 Periods (Monday to Thursday)

05 Periods (Friday)

06 x 04

Friday

24 periods

05 periods

08 x 04

Friday

32 periods

05 periods

TOTAL 29 Periods TOTAL 37 periods


AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)




Pre

school Sam

ple

Routi

ne

Playgroup, Nursery & Kindergarten Classes

Activity Time Friday Time Duration

Assembly/ Physical Education 0745-0800 Monday to Friday 15 min

English Lesson 0800-0845 Monday to Friday 45 minutes

Mathematic Lesson 0845-0930 Monday to Friday 45 minutes

Urdu Lesson 0930-1015 Monday to Friday 45 minutes

Tidy Up Time 1015-1020 Monday to Friday 05 minutes

Snack Time 1020-1040 Monday to Friday 20 minutes

Social Studies/Science Lesson

(For Playgroup Writing Activity) 1040-1110 Monday to Thursday 30 minutes

Islamiyat/ Video Session /

Art & Craft 1110-1140

Friday Time

1040-1110 30 minutes

Activity Time/ Story Telling

Playtime/Music 1140-1200

Friday Time

1110-1130 20 minutes

Tidy Up Time 1200-1210 Friday Time

1130-1135 05-10 minutes

Lineup/ Packup Time 1210-1220 Friday Time

1135-1140 05-10 minutes

Note:

This routine is followed from Monday to Friday

Time Duration: Monday to

Thursday

Friday

275 min = 1100 min

235 min = 235 min

Total Time Per Week: 1335 minutes


AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)





AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)




Section Two

Lesson Planning

This section deals with the information related to lesson planning. The lesson plans

are developed by the subject specialists. The duration of each daily lesson plan is

40 minutes. The format of the lesson plan on weekly and daily basis is given in this

section of CRP. Based on the same, the academic staff is required to prepare lesson

plans on the templates provided in this section.

Each lesson plan consists of the following main components:

Learning Objectives Leaning Outcomes

Plan (Activities) Time Assessment Tasks

Resources Needed Homework

Teachers Evaluation

Handouts and tables are provided for the help of a teacher. All the teachers are required to

go through the tables in this section and prepare lesson plan on weekly and daily basis on

the prescribed forms. The School Heads are responsible for dispatching the prepared

“LESSON PLANS” to the Head Office on monthly and terminal basis.


AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)




List of Action Words

This list is used while preparing “Learning Objectives” and “Outcomes” in the

lesson plan.


AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)




Instructional Strategies

Given below are some instructional strategies that will help teachers while writing

lesson designing component “Plan (Activities) Time” of the lesson plan. These

strategies will form the main body of the plan

Ice breakers: building trust; orienting newcomers; sharing

knowledge and experiences.

Board work or newsprint: introducing content, collecting responses; student and

teacher demonstrations of writing or math.

Modeling: demonstrating a process; sharing examples of good

written work or, conversely, common challenges.

Intervention: stepping into an ongoing process to facilitate, resolve

impasses.

Drills: direct teaching sight words, critical symbols (e.g. for

poisonous substance), multiplication tables,

Small group work: performing tasks or solving problems together,

perhaps grouping by skill level; practicing roles, such

as reporter or facilitator.

Brainstorming: drawing from students' own knowledge and

experience; group planning for projects.

Prioritizing, categorizing lists: getting at main ideas and supporting ideas; planning a

writing draft.

Active listening: to others, to tapes; note-taking; asking questions;

taking dictation; warming up for reading passages

aloud.

Active reading: note-taking; predicting; using context clues; asking

questions.

Active viewing: to movies, TV programs, role plays or demos; note-

taking; asking questions.

Process writing: developing/prioritizing ideas, generating support,

outlining, critiquing (one on one or in groups),

drafting, editing, proofreading, publishing.


AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)




Oral presentations: reporting on personal or group responses to class;

summarizing personal experience or results of

research.

Games: jigsaw exercises to find critical content; drawing or

following maps to specific destinations; find/resolve

the grammar/mechanics/calculation error.

Manipulative: math blocks and rods; build words, sentences, or

paragraphs from pieces.

Debate: express/support personal or group opinion; compare

positions; refute/defend positions.

Projects: multi-stage learning events, such as researching new

content and eventually reporting or writing

findings/conclusions.

Role-plays: simulating a real-life situation, such as a job interview.

Peer work: working together; mentoring; listening and responding;

critiquing.

Learning stations: setting up skills and content areas (reading, math) to

allow diversity, spontaneous grouping, and kinetic

movement.

Field trips/guest speakers: going to or drawing from community resources.

Overhead transparencies,

LCD projection: sharing materials; sharing real-time responses (with

marking pens and keyboard, respectively)

Computer technology: Web-based research; interactive learning sites;

developing PowerPoint slideshows or Excel

spreadsheets.

Reflective activities: free writing, journal writing, with non-judgmental

feedback from teacher.


AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)




EXAMPLES OF "AUTHENTIC" TASKS & ASSESSMENTS

Teachers may use these tasks & assessments in assessment column of the lesson plan

Making audio tapes to

practice/check fluency

Anecdotal records of outside work

Book reports

Drawings and diagrams

Favorite authors report

Field trip reports

Interviews

Inventories of workplace items

Investigations or research

Journals

Learning logs, reading logs

Lists of books read

Models with descriptions

Open-ended problems

Photographs and documentation

Problem-solving activities

Progress Reports

Project reports

Research papers

Developing rubrics

Self-evaluations

Simulations

Skits and role plays

Student-selected best work:

Portfolios

Teacher observations with rubric

Writing samples

Video tapes

Work samples


AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)




SAMPLE INSTRUCTIONAL RESOURCES

CATEGORY RESOURCES

Printed Materials handouts

articles

pamphlets

books

worksheets

graphic organizers

workbooks

reference lists

students' writing

Visual Aids overheads

graphs

manipulative

storyboards

charts & tables

posters

pictures

slides

chalk/whiteboards,

newsprint

photographs

maps

diagrams

Audio-Visual videotapes & disks

audiotapes & CDs

Television

LCD projections

Computer-Based email, listservs

threaded

discussions, chat

rooms, bulletin

boards

interactive learning

sites

PowerPoint slideshows

computer

conferencing

websites

People guest (onsite)

social service reps

(offsite)

other students


AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)




POST CLASS REFLECTION QUESTIONS FOR TEACHERS Learn

ing O

bje

cti

ves

Did your students achieve the lesson objectives? How do you

know?

Were the objectives specific enough for you to be able to measure

learning?

If the students did not meet the objectives, do you want to carry

them over to the next lesson and/or change them?

Did you look at the Frameworks when forming your learning

objectives? Were they matched to the right

standards/benchmarks?

Curr

iculu

m/

Conte

nt

What topics unexpectedly emerged and how did you handle that?

What knowledge and skills did you assume students had in going

into this lesson? Were your assumptions correct?

Mate

rials

and

Resourc

es

How did the use of materials help students acquire the knowledge

and skills being developed in this lesson?

Going forward, could use of authentic materials be incorporated

into instruction?

Assessm

ent/

Evid

ence o

f

Learn

ing/N

ext

Ste

ps

What tools did you use to capture learning, give feedback to

learners and/or inform your instruction?

In what areas did students improve per these tools?

How well did the activities work and why?

What does the assessment data tell you about the design of the

next lesson?

How did you enable the students to capture the high points or

summarize or apply what they learned?

How were students engaged in evaluating the lesson and giving

input for the next lesson?


AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)




Lesson D

esig

n/A

cti

vit

ies

How did you incorporate Frameworks standards/benchmarks into

the lesson? Did the lesson allow enough practice/application to

achieve the standards/benchmarks?

Was the lesson sufficiently balanced in terms of giving students

opportunities to practice multiple skills? (speaking & listening,

critical thinking, etc)

Did the activities engage learners in a focused topic of interest?

Why/why not?

Were activities chunked sufficiently to facilitate skills/knowledge

acquisition?

Were activities sufficiently designed to support learning

outcomes, especially more sophisticated kinds of outcomes, such

as supporting a personal opinion?

How did you build in review into your lesson?

Who talked during the lesson and how much? Why or why not?

Did students actively participate in the lesson, why/why not?

How did you address students’ varied learning styles, learning

issues/disabilities, or learners that may have greater

knowledge/skill than classmates


AFS-CRP-05-(II)-ISL



Copyright © AFSS

of 61

(MUJEEB BURDI)




Section Three

Worksheets

This section deals with the designing and preparation of the worksheets for each

class and subject. A worksheet template is provided which will help the teachers in

developing their own worksheets as per class level and subject. It is recommended

that there should be at least 3 to 4 worksheets of each unit/ lesson/ chapter of the

textbook.

Teachers will give numbers to each worksheet in accordance with unit/lesson/chapter

and sequel of the worksheet. For example, if you are preparing first worksheet of

unit/lesson/chapter one, the worksheet number would be “1.1”. Similarly, if there is

third worksheet of unit/lesson/chapter ten, the number would be “10.3”. While giving

numbers to worksheets remember that first you give unit/lesson/chapter number, then

the worksheet sequence number. In case you are giving assessment marks on the

particular worksheet, give maximum ten marks on each.

All the teachers are required to go through the template of worksheet in this section and

prepare WORKSHEETS on the provided forms for this. The School Heads are responsible for

dispatching the prepared “WORKSHEETS” to the Head Office on monthly and terminal basis.

class level two islamiyat - air foundation school system · islamiyat games english urdu...

Documents